m
pl
e
Student Writing Intensive
Continuation Course
Level B
Sa
by
Andrew Pudewa
and Jill Pike
Teacher’s Manual
Second Edition, 2012
© Institute for Excellence in Writing, L.L.C.
These are Sample Pages for preview only. Copyrighted Material.
Also by Jill Pike:
Advanced Communication Series
Advanced Spelling and Vocabulary
Bible-Based Writing Lessons
High School Essay Intensive
Linguistic Development through Poetry Memorization
Phonetic Zoo Spelling Program (Levels A, B, and C)
The Profound Effects of Music on Life
Speech Boot Camp
Student Writing Intensives (Levels A, B, and C)
SWI Continuation Courses (Levels A, B, and C)
Teaching Writing: Structure and Style
The Two Andrews: On Writing and Teaching Writing
Phonetic Zoo Teacher’s Notes
Primary Arts of Language: Writing Program
Primary Arts of Language: Reading Program
Printing with Letter Stories
Student Writing Intensive Handouts (Levels A, B, and C)
SWI Continuation Course Handouts (Levels A, B, and C)
A Syllabus for Introduction to Literary Analysis
Copyright Policy
m
pl
Student Writing Intensive Continuation Course
Level B Teacher’s Manual
Second Edition, 2012
Fourth Printing, January 2015
Copyright © 2001 Andrew Pudewa
Copyright © 2008 Jill Pike
e
Also by Andrew Pudewa:
ISBN: 978-1-62341-073-5
Our duplicating/copying policy for this Teacher’s Manual:
All rights reserved.
No part of this book or the accompanying DVDs may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the author, except as provided by U.S.A. copyright law and the specific policy below:
Home use: You may copy student-related materials from this Teacher’s Manual as needed for use within your
immediate family.
Sa
Small group or co-op classes: Each teacher must purchase his or her own copy of this Teacher’s Manual. Each
participating student or family is required to purchase a copy of the accompanying Student Book (hard copy or ebook).
Classroom teachers: Each teacher must purchase his or her own copy of this Teacher’s Manual. A copy of the
accompanying Student Book (hard copy or e-book) must be purchased for each participating student.
Library use: This Teacher’s Manual may be checked out of a lending library provided patrons agree not to make
copies.
Additional Student Books may be purchased from:
IEW.com/SICC-B-SB (hard copy) or
IEW.com/SICC-B-SE (e-book)
IEW.com/SIB (binder with tabs)
Institute for Excellence in Writing
8799 N. 387 Road
Locust Grove, OK 74352
800.856.5815
[email protected]
IEW.com
Printed in the United States of America
IEW® is a registered trademark of the Institute for Excellence in Writing, L.L.C.
These are Sample Pages for preview only. Copyrighted Material.
SICC-B Teacher’s Manual
Contents
Sa
m
pl
e
Teacher Instructions ...................................................................................................................................... 4
Scope and Sequence ...................................................................................................................................... 7
Lesson 1
Units 1, 2 (Note Making and Outlines, Writing from Notes), Style Review ........................... 9
Lesson 2
Units 1, 2 (Note Making and Outlines, Writing from Notes), Style Review ......................... 11
Lesson 3
Unit 5 (Writing from Pictures) ............................................................................................... 12
Lesson 4
Unit 5 (Writing from Pictures) ............................................................................................... 13
Lesson 5
Decorations ............................................................................................................................ 14
Lesson 6
Unit 5 (Writing from Pictures), Editing Practice ................................................................... 15
“Plant in the Fridge” Editing Answers ................................................................................... 16
Lesson 7
Unit 5 (Writing from Pictures), Editing Practice ................................................................... 17
“The Billowing Bubble Bath” Editing Answers .................................................................... 18
Lesson 8
Unit 6 (Summarizing Multiple References) ........................................................................... 20
Lesson 9
Unit 6 (Summarizing Multiple References), Decorations ..................................................... 22
Lesson 10 Unit 6 (Summarizing Multiple References) ........................................................................... 23
Lesson 11 Unit 8 (Essay Model) ............................................................................................................. 24
Lesson 12 Unit 8 (Essay Model), Editing Practice ................................................................................. 26
“This is No Joke” Editing Answers ....................................................................................... 27
Lesson 13 Unit 8 (Essay Model), English Anomalies ............................................................................ 29
Lesson 14 Unit 8 (Interview Essay) ........................................................................................................ 30
Lesson 15 Unit 8 (Interview Essay), Duals, Invisibles ........................................................................... 31
Lesson 16 Unit 8 (Interview Essay), Prepositions .................................................................................. 32
2 Year Plan Break ....................................................................................................................................... 33
Lesson 17 Unit 8 (Interview Essay), Editing Practice ............................................................................ 34
“Farmer Eugene’s Plants Who Like Music” Editing Answers .............................................. 35
Lesson 18 Unit 7 (Letter Writing), Decorations ..................................................................................... 37
Invisible Who-Which Answers .............................................................................................. 38
Lesson 19 Unit 7 (Letter Writing), Similes ............................................................................................. 39
Lesson 20 Unit 7 (Letter Writing), Dual Verbs ...................................................................................... 40
Lesson 21 Unit 7 (Letter Writing), Invisible Which ............................................................................... 41
Invisible Who-Which Practice Answers ................................................................................ 42
Lesson 22 Unit 3 (Retelling Narrative Stories/Imitation in Style) .......................................................... 44
Lesson 23 Unit 3 (Retelling Narrative Stories/Imitation in Style) .......................................................... 45
Lesson 24 Unit 3 (Retelling Narrative Stories/Imitation in Style) .......................................................... 46
Lesson 25 Unit 9 (Formal Critique) ........................................................................................................ 47
Lesson 26 Unit 9 (Formal Critique) ........................................................................................................ 48
Lesson 27 Unit 9 (Formal Critique) ........................................................................................................ 49
Lesson 28 Unit 9 (Formal Critique), Triples, Final Exam Review ......................................................... 50
Lesson 29 Unit 9 (Formal Critique), Noun Clause ................................................................................. 51
Lesson 30 Final Exam Instructions with Final Exam Answers ............................................................. 52
Lesson 31 Fiction Review: Units 3, 5 ..................................................................................................... 55
Lesson 32 Essay Review: Units 4, 6, 8, and 9 ........................................................................................ 56
Lesson Ideas for Next Year ......................................................................................................................... 57
Fiction Writing Assignment Ideas............................................................................................................... 58
Non-Fiction Writing Assignment Ideas ...................................................................................................... 59
Appendix 1 Sample SWI Continuation Course Level B Disc Times ........................................................ 60
Appendix 2 Sample Schedule for the SWI Continuation Course Level B ................................................ 63
Appendix 3 “4 Deadly Errors of Teaching Writing” by Andrew Pudewa ................................................ 68
“Marking and Grading” by Andrew Pudewa ......................................................................... 70
Appendix 4 Who-Which Clause Helps ...................................................................................................... 74
These are Sample Pages for preview only. Copyrighted Material.
SICC Level B
Teacher Instructions
Welcome to the Student Writing Intensive Continuation Course Level B.
Recommended Prerequisites
This course assumes that the student has completed one of the Student Writing Intensives (Levels
A, B, or C) or the Student Writing Intensive Continuation Course Level A. Although review will
be imbedded in the class presentations, the student should have a fair understanding of the
following ideas:
Note making and outlines (Unit 1)
Writing from notes (Unit 2)
The six “dress-up” techniques and five sentence openers (#1, #2, #3, #5, #6)
Retelling narrative stories (Unit 3)
Titles
Topic/clincher paragraph rule (Unit 4)
e
•
•
•
•
•
•
m
pl
Students who have not completed the SWI course but have equivalent experience may also be
able to participate in this continuation course.
Course Objectives
At the end of this course a student will be able to:
•
Sa
•
•
•
•
•
•
Use a variety of stylistic techniques including sophisticated vocabulary, complex
sentence structure, and decorations such as dramatic openers and similes
Write research reports from multiple sources
Write a five-paragraph report using topics, introduction, and conclusion
Conduct an interview and write their findings
Write letters
Write book and movie critiques
Edit their work for grammar, syntax, and usage
Course Pacing
These lesson plans provide enough writing assignments to use the course over one to two years.
One Year Plan: Although it is reasonable to complete the 30 lessons in one year, teachers
should be sensitive to students’ needs and adjust the number of assignments as necessary to
avoid overload. Recommended adjustments are provided in the teacher’s notes. Using this
option, the last two extra Lessons (31 and 32) are for review should you need a couple more
lessons to round out your school year. You may repeat them as often as you wish.
Two Year Plan: If your middle-school student has not had much experience using Excellence in
Writing materials, then a two-year journey through the SWI Continuation Course Level B may
be less overwhelming, especially if your student is younger (6th or 7th grade). Lessons 1–16 can
be completed the first year and Lessons 17–32 the second year. Plan to spend two weeks on each
lesson. The first week’s class time can be used to watch the lesson and start the assignment, and
the second week’s class time can be used to go over the student’s rough draft, correct grammar
and spelling, and discuss the remaining style to be completed over the next week. The last two
Lessons (31 and 32) are general writing prompts that can be repeated as often as you wish.
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
4
Plan to meet with your student(s) once each week for about an hour. During this “class” you can
watch the video and complete the work listed in “The Lesson” section of each lesson.
Then figure 30–60 minutes a day for the remaining week or two to complete the writing
assignment. There is a sample daily schedule in Appendix 2. The complete listing of disc chapter
titles and times is located in Appendix 1.
Course Credit
e
10-Week Plan: If you desire to get through these lessons more quickly, you can further
condense the entire course into a ten-week intensive seminar. Since this course was originally
taught in a ten-week session, you can do the same. Set aside 2½ hours each week to watch an
entire disc and get started on the writing assignment. Use the remainder of the week to complete
the assignment as given by Mr. Pudewa at the end of each disc. To access this document entitled
“SICC-B 10-Class Handouts,” see the blue page included in the box of SICC DVDs.
m
pl
One high school English credit may be granted when these writing lessons are combined with
literature (reading and discussion) and grammar study (such as Fix It! or another traditional
grammar program).
Class Materials
If you purchased the Student Writing Intensive Continuation Course new, you should have
received a packet containing the Student Book. If you need more copies of the Student Book for
additional students, you may purchase another copy as a packet or in e-book form. (Note: Parents
may make additional copies of the Student Book for use with their own children. In all other
cases, additional books should be purchased. Please refer to the copyright page for additional
guidelines.)
Additional Student Books may be purchased from:
IEW.com/SICC-B-SB (printed packet)
IEW.com/SICC-B-SE (e-book)
IEW.com/SIB (binder with tabs)
Sa
First, follow the instructions to create a student binder, or you can simply continue to use the
binder from the Student Writing Intensive. Once a notebook is assembled, the remaining student
pages in the Student Book should be given to your student as he/she needs them during the
course.
Although these lessons provide the writing prompts and many of the sources, it is easy to adjust
the lessons to fit whatever you are studying. For the biographical essay, have your student
choose famous people in the area of history or science you are studying. For the lessons on
imitation of style, you can have your student retell stories from a time period in another voice, or
even recount a historical event in another voice. You can be as creative as you wish, or simply
follow the lessons as written.
Grading
To help you with grading, please read Andrew Pudewa’s articles, “The Four Deadly Errors of
Teaching Writing” and “Marking and Grading,” both of which are found in Appendix 3 of this
document.
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
5
Every lesson includes a grade sheet which the student should attach to their writing assignment
before turning it in. Feel free to adapt the grade sheets in any way you wish.
You may want to have students turn in their work a day or so before your next class so that you
can have it graded before the next class session. So if your class is on Monday, homework is due
by Friday evening (of that week for one-year plan students and of the next week for two-year
plan students).
Student Samples
e
In addition to the teaching materials, a document containing the completed writing assignments
from the students who took the original class is provided as a download. Reference the blue page
in the front of the DVDs for download instructions. The student samples provided with each
lesson are not by any means perfected, yet they represent the best efforts of the student
participants. Last names have been deleted, and not every student’s work is included in the
collection. Hopefully they will provide students, parents, and teachers with a sense of what can
be expected as well as what might be achieved by children of comparable age.
m
pl
Teaching Writing: Structure and Style
It is recommended that teachers using this course also have access to our teacher’s
course, Teaching Writing: Structure and Style. To aid you in its use, suggestions of
which portions to watch when are included in the Teacher’s Notes.
The Institute for Excellence in Writing also has active support groups that are a great
help to home and classroom teachers using our materials. You can find them by going to
IEW.com/forum.
Video Production & DVD Usage Comments
Sa
Because class sessions 1, 2, and 3 were recorded without student microphones, the children’s
comments and questions are difficult to hear; however, the instructor tried to repeat their words
as often as possible. Beginning with the fourth class, the students have microphones at their
tables and can be heard clearly.
These DVDs are best viewed with a standard DVD player connected to a standard television set.
If viewed on a flat panel computer display, the interlacing may create a fuzzy image
occasionally; the DVDs are therefore better viewed with a smaller screen window.
Transcriptions of board notes are provided in this teacher’s manual. If students wish to have
more time to copy from the screen, it is possible to pause the video presentation, or students may
copy from the teacher’s transcriptions.
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
6
SICC Level B
1*
(Disc 1)
2*
(Disc 1)
3
Concepts Presented
Paragraphs for Outlining and
Summarizing
Checklist and Grade Sheet
Write one to two paragraphs. (may
be substituted)
Robert Grosseteste
Scientific Method
Review remaining
Sentence openers
Paragraphs for Outlining and
Summarizing
Checklist and Grade Sheet
Write one to two paragraphs.
(may be substituted)
Thomas Bradwardine
Nicholas of Cusa
Unit 5: Writing from pictures
Writing from Pictures Model
“Woman at Refrigerator” pictures
Typing Guidelines
Checklist and Grade Sheet
Write three paragraphs based on
outline created in class.
Unit 5: Writing from pictures
“Boy and Dog” pictures (may
substitute)
Checklist and Grade Sheet
Write three paragraphs based on
picture provided. (other pictures
may be substituted)
Unit 5: Writing from pictures
Decorations
Similes
Homework and Grade Sheet
Complete the Homework Sheet.
(find similes, add decoration to
previous composition, draw or find
set of three pictures, define
infinitive)
Unit 5: Writing from pictures
Editing practice
Helpful Rules
“The Plant in the Fridge”
Checklist and Grade Sheet
Write three paragraphs based on
student’s pictures.
Unit 5: Writing from pictures
Editing practice
“The Billowing Bubble Bath”
Judo Boys picture (may substitute)
and assignment
Checklist and Grade Sheet
Write three paragraphs based on a
single picture provided. (picture
may be substituted)
Unit 6: Summarizing multiple
references
Clara Barton Sources (5)
Checklist and Grade Sheet
Three-paragraph report on Clara
Barton
Unit 6: Summarizing multiple
references, decorations
Checklist and Grade Sheet
Three-paragraph report on the
famous person of your choice.
(Disc 2)
6
(Disc 2)
7**
(Disc 3)
8
(Disc 3)
9
Sa
(Disc 3)
m
pl
(Disc 2)
5
10*
(Disc 4)
11*
(Disc 4)
12
(Disc 4)
13
(Disc 5)
14
Unit 6: Summarizing multiple
references
Checklist and Grade Sheet
Three-paragraph report on the
famous person of your choice.
Unit 8: Formal essay model
with introduction/conclusion
Essay Model
Checklist and Grade Sheet
Add Intro/Conclusion to Clara
Barton report from Lesson 8.
Unit 8: Formal essay model
Editing practice
“This is No Joke”
Capitalization of Titles
Checklist and Grade Sheet
Add Intro/Conclusion to report
from Lesson 9.
Unit 8: Formal essay model
English anomalies
English Anomalies
Checklist and Grade Sheet
Add Intro/Conclusion to report
from Lesson 10 or write a fiveparagraph report from start to
finish.
Unit 8: Interview essay
Symbols and Abbreviations
Checklist and Grade Sheet
Write a five-paragraph report based
on an interview.
Unit 8: Interview essay
Dual -ly, invisible which,
invisible -ing
New “–ly” Word List
Checklist and Grade Sheet
Write a five-paragraph report based
on an interview.
Unit 8: Interview essay
Prepositional problems
Checklist and Grade Sheet
Write a five-paragraph report based
on an interview.
(Disc 5)
15*
(Disc 5)
16*
(Disc 5)
Homework Assignment
Units 1, 2
Review dress-ups
Review sentence openers 1-3
(Disc 1)
4
Student Handouts
e
Lesson
Scope and Sequence
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
7
SWI Continuation Course Level B
17
(Disc 6)
18
(Disc 6)
19*
(Disc 7)
20*
(Disc 7)
21
(Disc 7)
22
Concepts Presented
Unit 8: Interview essay
Editing practice
Unit 7: Letter writing
Decorations
Unit 7: Letter writing
Similes
Unit 7: Letter writing
Dual verbs
Unit 7: Letter writing
Invisible which
Imitation of style
23
(Disc 7)
24
(Disc 7-8)
25
(Disc 8)
26
(Disc 8)
27
Invisible “Who/Which” Practice
Grade Sheet
Uncle Remus Sample
Two Aesop Fables (may
substitute)
Homework and Grade Sheet
King James Bible sample
Homework and Grade Sheet
Hans Christian Andersen sample
Aesop Fable (may substitute)
Homework and Grade Sheet
Critique Model
Sample Critique
Author background
“The Little Mermaid”
Homework and Grade Sheet
Critique Vocabulary
Checklist and Grade Sheet
Write a five-paragraph letter, fictional or
real.
Re-write a fable in the style of Uncle
Remus.
Imitation of style
Imitation of style
Unit 9: Formal critique
Unit 9: Formal critique
Unit 9: Formal critique
Unit 9 Formal critique
Noun clause
Final exam
“Finally—the Fixing of the
Foolish Fugitive”
“King Grisley-Beard”
(may substitute)
Checklist and Grade Sheet
Final Exam Review
“The Wreck of the Hesperus”
(may substitute)
Author Background
Checklist and Grade Sheet
Sample Critique
Checklist and Grade Sheet
Final Exam
Fiction review
Unit 3 or 5 review
Writing Suggestions
Grade Sheet
Non-fiction review
Unit 6 or 9 review
Writing Suggestions
Grade Sheet
Sa
(Disc 9)
Homework Assignment
Write a five-paragraph report based on an
imagined interview with a historical
person.
Write a five-paragraph letter.
28
(Disc 9)
29
(Disc 9)
30
Unit 9 Formal critique
Triple extensions
Final exam review
(Disc 9)
31**
(No Disc)
32**
(No Disc)
Write a five-paragraph letter to and from a
fictional person.
Write a five-paragraph letter, fictional or
real.
m
pl
(Disc 7)
Student Handouts
“Farmer Eugene’s Plants Who
Like Music”
Checklist and Grade Sheet
Invisible “Who/Which” Exercise
Sample Letter
Checklist and Grade Sheet
Silly Similes
Checklist and Grade Sheet
Checklist and Grade Sheet
e
Lesson
Scope and Sequence Continued
Re-write a fable in the style of King James
Bible.
Re-write a fable in the style of Hans
Christian Andersen.
Read “Little Mermaid” and background
papers (provided) and find a critique to
evaluate.
“Little Mermaid” Critique
Pick a story to critique.
Write a critique of “King Grisley-Beard.”
Write a critique of “The Wreck of the
Hesperus.”
Write a critique of a movie or story of your
choice.
This is a timed exam. Be sure your
students know they need to pace
themselves.
Write three paragraphs using the Story
Sequence Chart or Writing from Pictures
models using your studies as a source.
Write a five-paragraph Report or Critique
using your studies as a source.
Options for reducing the number of lessons:
* When two consecutive lessons are starred, it means that they can be combined into one lesson with only one homework
assignment (use the second assignment and discard the first assignment in the two lessons).
** This lesson could be omitted altogether.
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
8
SICC Level B Teacher’s Notes
3
Disc 1 Section Title
Writing from Pictures (Hand out
picture page)
Topic/Clincher and Details
Asking Questions to Get Details
First Picture Details
Second Picture Details
Third Picture Details
Writing the Picture Story
Paper Grades (Hand out typing
guidelines and checklist.)
Class Outline and Conclusion
End of Disc
Disc 1
Time
49:29
54:40
56:50
1:00:33
1:08:05
1:15:03
1:22:37
1:30:04
Student Handouts
for Lesson
Writing from Pictures
Structural model
“Woman Looking in
Fridge” pictures
Homework
Typing Guidelines
Writing from Pictures
Composition Checklist
Grade Sheet
1:31:18
1:34:37
e
Lesson
Lesson 3
m
pl
Teaching Writing: Structure and Style
If you have our teacher’s course, you may wish to review Unit 5 Writing from Pictures and complete the
practicum. For specific disc times, reference the TWSS Viewing document at IEW.com/sicc-help.
The Lesson
• Watch Disc 1 “Writing from Pictures”
through the end of the disc. (Viewing time
is 35 minutes.)
Note: The class overview schedule
discussed at the end of this video section
was modified during the course of the
semester, so it does not match the actual
sequence of classes.
Concept presented:
o Writing from Pictures
o Typing guidelines
•
Have your students work on completing their outlines as
instructed. Circulate and help as necessary. Because the work is
fiction, the outline does not need to be complete; students can
add details as they go.
Sa
•
•
The typing guidelines provided in the student notes are
consistent with current MLA formatting rules and may differ
from the instructions given on the DVD. Use whatever
formatting system you prefer. For more on formatting, see
owl.english.purdue.edu.
Homework
•
Make sure students understand that this unit morphs story
writing with report writing, so each paragraph must have a
topic/clincher.
•
Using the Composition Checklist, write out the 3 paragraphs
based on these pictures.
•
Note: Mr. Pudewa instructed the students to find or draw their
own set of three pictures for next week. Your students will not
need them in Lesson 4–5, but will for Lesson 6.
•
One-year plan students may take two weeks to complete this
assignment if needed. If so, simply delete next week’s homework
assignment, and continue with this one.
© Institute for Excellence in Writing, L.C.C.
who
what (think/feel)
why
how?
--------------------before
outside?
history?
after
Writing from Pictures
I. Zelda, leaning, refrigerator
1. had been ____________
2. because ____________
3. think _______________
4. ____ly sees _________
Clincher
II. Zelda, stood, hand, mouth
1. felt _________________
2. see ________________
3. say ________________
4. run _________________
Clincher
III. gone, refrigerator, open, (thing)
1. (thing doing) __________
2. (lady doing) __________
3. (what say) ___________
4. after ________________
Clincher (Key words make title)
These are Sample Pages for preview only. Copyrighted Material.
12
SICC Level B Teacher’s Notes
Lesson
Disc 5 Section Title
Interview Assignment
Getting Topics from Interview
Taking Notes – Abbreviations and
Symbols
Assignment Details
Conclusion
End of Disc
14
Disc 5
Time
1:32:32
1:37:11
1:44:28
Lesson 14
Student Handouts
for Lesson
Symbols and
Abbreviations Handout
1:51:52
1:56:45
1:57:47
The Lesson
Note: If you watch the disc as a class, take a few moments to discuss the
student’s complaint, “I will be gone all day Friday, and much of
Thursday,” and Mr. Pudewa’s response. This is a good opportunity to
discuss personal responsibility. (The boy’s problem was a personal
problem that needed to be resolved on his own; it was not Mr. Pudewa’s
problem.)
•
Concept presented:
o Interviewing
o How to take fast notes with symbols and abbreviations
(A handout is included in the student book.)
•
Students need to practice interviewing. Have the class interview you or
someone you bring to class, using the guidelines suggested by Mr. Pudewa:
Interview: Get a general sense of possible topics
a. Do this together. Put possible topics on whiteboard.
2.
Zero in on the three topics you want
a. Who, what, why, when, how
b. When you come up with good questions as a class, write
them down for use next week.
c. Have them take notes on your questions. (Have someone
demonstrate notes on the whiteboard?)
Sa
1.
3.
•
Grade Sheet
Suggestions for finding
interviewees
e
•
Skip ahead and watch Disc 5 starting at “Interview Assignment,” Watch
through the end of the disc. (Viewing time is about 25 minutes.) You have
skipped the section in the middle on the new -ly list, invisibles, and
prepositional problems. These will be covered in Lesson 15.
Interview Essay
Composition Handout
o Church
o Teacher
o Family friend
o Famous
o Random
m
pl
•
Homework
Possible Pudewa Topics
• Where have you lived?
o Japan
o Philadelphia
• What have you done?
o Lack college
o Brain development
o Suzuki method
o Waiter
o Teacher
o Seminar business
• Significant events in
your life?
o Children
o Wife
o Car accident
Outline
a. Background information (birth date and other miscellaneous topics not chosen for the essay
will go in the introduction)
b. Most significant topic noted in conclusion
Alert the students that they will be doing two more interviews on their own starting next week, so they should
think about whom they will interview. Perhaps they should make an appointment with that person this week, so
they can complete next week’s assignment on time.
Homework
Have your students write a five-paragraph essay from the teacher interview completed in class. Your students may
interview someone else for this essay if they wish. The student samples document contains sample essays if your
students need to see what the finished product should look like. See the blue page in front of the DVDs for
download instructions.
One-year plan students should have two weeks to complete this essay.
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
30
SICC-B Teacher’s Notes
Lesson Ideas for Next Year
There are many options for writing lessons for next year. Below are some ideas for you to consider.
1. Teach your students using any of IEW’s Level B Theme-Based Writing lessons.
2. Explore IEW’s advanced writing options for essays.
3. Practice oral presentations with Speech Boot Camp.
4. Enjoy Andrew again in the Student Intensive Continuation Course Level C geared for high school
students. This course on DVD goes through the nine units again in greater depth.
5. Try some of the other supplements to writing that Excellence in Writing offers:
e
a. Pellegrino’s Writer’s Guides
b. Teaching the Classics by Adam Andrews
c. Windows to the World: An Introduction to Literary Analysis by Lesha Myers
m
pl
6. Continue to work on the structure that they have learned. Detailed writing suggestions are
provided on the next two pages.
a.
b.
c.
d.
e.
f.
Unit 3: Retelling Narrative Stories
Unit 4: Summarize a chapter of a history/science book into one paragraph.
Unit 5: comic strips, picture out of history book, picture out of newspaper
Unit 6: Reports on famous people, places, historical events you are studying
Unit 7: Imitation of style, letters, what would you do if…
Unit 8: Formal Essay Models. Google compare/contrast, descriptive, and expository
essays, and try your hand at those related to what you are studying in history/science.
g. Unit 9: Formal Critiques of movies and books read by the student
Sa
To learn more about any of these products, go to IEW.com and click on “Products.”
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
57
Appendix 1
Disc Times
Time
00:00
02:04
06:28
14:08
16:36
19:06
30:25
35:57
48:07
49:29
54:40
56:50
1:00:33
1:08:05
1:15:03
1:22:37
1:30:04
(SICC-B Disc 3 Continued)
Scene Titles
Lesson #
Report Writing
Scanning for Topics – Clara Barton
2nd Reference – Clara Barton
Internet Reference on Clara Barton
8
4th Clara Barton Reference
5th Clara Barton Reference
Choosing Clara Barton Topics
First Paragraph Details
Ideas for People Subjects
Writing Assignment
Reading Similes and Metaphors
9
Conclusion
End of Disc
Time
57:40
1:07:12
1:10:30
1:15:50
1:21:16
1:27:02
1:33:54
1:38:35
1:45:35
1:50:09
1:54:34
1:56:40
1:57:03
SICC-B Disc 4
m
pl
Scene Titles
Lesson #
Opening Jokes
Dress-Up Review: -ly, who-which,
strong verb
1
Dress-Up Review: quality adjectives
Dress-Up Review: adverbial clause
Sentence Openers subject, prep, -ly
Sentence Opener: -ing
More Sentence Openers: clausal
2
Phrases and Clauses
Unknown Sentence Types
Writing from Pictures (Handout
picture page)
Topic/Clincher and Details
Asking Questions to Get Details
First Picture Details
Second Picture Details
3
Third Picture Details
Writing the Picture Story
Paper Grades (Handout typing
guidelines and checklist.)
Class Outline and Conclusion
End of Disc
e
SICC-B Disc 1
1:31:18
1:34:37
SICC-B Disc 2
Sa
(There is a little skipping around on this disc.)
Scene Titles
Lesson #
Time
Sentence Opener Review
00:00
4
Reading Student Samples
5:39
Decoration: Question
8:11
Decoration: 3SSS
10:31
5
Decoration: Simile/Metaphor
15:20
Decorations Homework
26:20
-ed Sentence Opener
29:02
Rules for Better Writing
37:02
6
Editing Practice
48:36
Editing for Dress-Ups
57:22
Writing from Pictures Review
4 1:05:50
Using and Indicating Decorations
5 1:13:54
Writing Instructions
1:15:39
Checklist
6 1:21:32
End of Disc
1:22:02
SICC-B Disc 3
Scene Titles
Lesson #
Editing Practice
More Editing Practice
Editing Practice – Apostrophes
Editing Practice – Continued
Editing Practice – Sentence Openers 7
Editing Practice – Dress-Ups and
Decorations
Reading Student Stories
Infinitives
© Institute for Excellence in Writing, L.C.C.
Time
00:00
10:40
18:49
21:44
34:25
37:36
(There is a little skipping around on this disc.)
Scene Titles
Lesson #
Introduction/Humor
10
Scoring and Reading Homework
Editing Practice: “This is No Joke”
12
Editing Practice: Sentence 1
Editing Practice: Sentence 2
Editing Practice: Sentence 3, 4, 5
Editing Practice: Sentence 6
Editing Practice: Sentence 7
Editing Practice: Sentence 8
Editing Practice: Sentence 9
Editing Practice: Sentence 10, 11
Editing Practice: Sentence 12
Editing Practice: Sentence 13
Editing Practice: Stylistic Tech.
Editing Practice: Sentence Openers
Pause (to rewrite one of the sentences)
Editing Practice: Conclusion
Essay Model
11
Essay Model: Introduction
Essay Model: Body
Essay Model: Conclusion
Dress-ups and Writing Structure
Writing a Clara Barton Introduction
Clara Barton Introduction continued
Assignment Information
End of Disc
Time
00:00
05:16
15:29
21:05
23:50
24:41
26:58
29:55
30:42
41:57
44:31
46:38
47:42
49:05
52:31
59:04
00:00
00:52
02:08
13:11
14:46
24:26
28:15
39:31
55:11
58:22
42:55
52:36
These are Sample Pages for preview only. Copyrighted Material.
60
SICC-B Disc 7
Time
00:00
00:32
13:22
23:30
37:06
42:40
45:11
58:44
1:04:35
1:11:47
1:18:02
1:22:32
1:32:32
1:37:11
1:44:28
1:51:52
1:56:45
1:57:47
(There is some skipping around on this disc.)
Scene Titles
Lesson #
Silly Similes
Comments on Previous Assignment 19
Reading Tiki Tom Letters
Other Letters
Dual Verbs
20
Dual Verb Sentences
Invisible Which Worksheet
21
More Invisible Which
Style Discussion
Reading Uncle Remus
Analyzing Uncle Remus Style
22
More Uncle Remus Style
Imitating Uncle Remus Style
Reading King James Bible
23
Analyzing King James Bible Style
Reading Hans Christian Anderson
24
Analyzing Hans Christian Andersen
Fables for Imitation
Assignment Details
22
End of Disc
Time
00
6:42
10:23
17:15
21:43
27:36
37:10
47:46
59:59
1:02:47
1:07:27
1:14:53
1:22:51
1:23:53
1:25:59
1:35:29
1:38:42
1:45:48
1:53:03
1:55:07
m
pl
(There is some skipping around on this disc.)
Scene Titles
Lesson #
Introduction
English Anomalies
13
Reading Student Papers
More Student Papers
A New -ly Word List
Dual -ly Words
Invisible Who-Which
15
Invisible -ing Opener
Making Invisible -ing Sentences
Prepositional Problems
16
Sentence Opener Summary
Essay Model Review
13
Interview Assignment
Getting Topics from Interview
Taking Notes –Abbr. and Symbols
14
Assignment Details
Conclusion
End of Disc
e
SICC-B Disc 5
SICC-B Disc 6
Time
00:00
8:01
16:22
23:04
27:44
34:04
40:54
45:46
47:44
48:52
50:16
51:07
53:47
Sa
Scene Titles
Lesson #
Introduction/Humor
Reading Student Papers
Editing Practice
Editing Practice: Sentence 2
Editing Practice: Sentence 3
Editing Practice: Sentence 4
Invisible Prepositional Opener
17
Editing Practice: Sentence 5
Editing Practice: Sentence 6
Editing Practice: Sentence 7
Editing Practice: Sentence 8
Editing Practice: Sentence 9
Editing Practice: Dress-Ups and
Openers
Invisible Which Exercises
Decoration: Dramatic Open/Close
Intro/Conclusion Highlight & Bold
Assignment: Writing a Letter
Types of Letters
Steps to Write a Letter
Choosing Topics
18
Sample Letter
A Thank You Letter
Getting Ideas for Your Letter
Using the Checklist
Conclusion
End of Disc
© Institute for Excellence in Writing, L.C.C.
58:31
1:04:54
1:10:37
1:12:16
1:14:42
1:17:09
1:19:44
1:24:36
1:29:46
1:35:13
1:36:18
1:37:26
1:38:20
SICC-B Disc 8
Scene Titles
Lesson #
Introduction (spying)
Reading Student Papers
More Student Papers
Review of Story Sequence Chart
24
Story Sequence Chart Test
Story Sequence Chart
Using the Story Sequence Chart
Critique Model
Guidelines for Writing Good
Critiques
Sample Critique
Critique Assignment
Critique Introduction for Little
Mermaid
Characters/Setting for Little
Mermaid
Conflict for Little Mermaid
Climax for Little Mermaid
Critique Conclusion for Little
Mermaid
Critique Vocabulary
Writing Checklist
Conclusion
These are Sample Pages for preview only. Copyrighted Material.
Time
00
3:39
13:31
19:16
22:14
(pause)
00
9:40
11:07
17:20
25
22:52
33:31
35:16
43:15
26
49:18
56:07
1:02:12
1:09:54
1:15:25
1:18:17
61
SICC-B Disc 9
41:38
51:20
57:23
1:02:36
1:10:51
1:15:28
1:16:57
1:23:29
1:31:35
1:33:46
1:36:37
e
Time
00
2:24
5:12
14:48
21:10
27:46
34:02
m
pl
Scene Titles
Lesson #
Humor
Prodigal Son Alliteration
27
Reading Student Papers
Triple Extensions – word
Triple Extensions – phrase/clause
Triple Extensions – -ing
28
Triple Extensions – -ly, adjective,
verb
Final Exam Review
More Final Exam Review
Critique Model Review
Writing a Critique
Writing a Critique – moral/message
Writing a Critique – conclusion
Sample Critique
29
Noun Clause
Writing Checklist
Starting Your Critique
End Class 9
FINAL EXAM
Intro and Humor
30
Reading Student Papers
Exam Instructions
Sa
00
6:55
9:27
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
62
Appendix 2
Sample Schedule for the SICC-B
This schedule provides the two-year plan direction to break the homework down into manageable tasks.
Day 6 would be another lesson day where students can meet with their teacher, look over the homework
completed thus far and get direction and help if needed.
If you are doing the one-year plan, you will be doing one lesson per week and deleting some of the
assignments to make it more manageable. Even though an assignment is removed, the lesson viewing
should still happen on schedule. To use this schedule, count “Day 2–3” as “Day 2”; “Day 4–5” as “Day
3,” etc.
If your student is finding the schedule too much, either reduce the homework (only require half the
assignments), or spend more time on some of the longer homework assignments.
Day(s)
1
2
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
1
Sa
3
If students are very competent with Units 1 and 2, you may want to combine lessons one and
two and reduce the homework.
Write a paragraph based on the outline. Create another key word outline on another paragraph
(“Scientific Method” or alternative).
Write a paragraph based on the outline.
Edit both paragraphs using the composition checklist.
Finish editing and write up neatly. Homework due tomorrow.
Complete Lesson 2 according to the Teacher’s Notes: Create a key word outline in class on
“Bradwardine” or an alternative paragraph.
Write a paragraph based on the outline. Create another key word outline on another paragraph
(“Nicolas of Cusa” or alternative).
Write a paragraph based on the outline. Begin editing using the composition checklist.
Continue editing both paragraphs using the composition checklist.
Finish editing and write up neatly. Homework due tomorrow.
Complete Lesson 3 according to the Teacher’s Notes: Create outline in class for “Writing from
Pictures.”
If you are doing the one-year plan, your student may need two weeks to complete this
assignment. If so, plan to spend two weeks on this assignment. Complete the second lesson
next week. However, delete the homework assignment and simply continue with this one.
Write the first paragraph.
Write the second paragraph.
Write the third paragraph.
Edit the paragraphs and write up neatly. Homework due tomorrow.
Complete Lesson 4 according to the Teacher’s Notes: Create outline in class for “Writing from
Pictures.”
One-year plan students will complete this lesson, but continue writing last week’s assignment.
Write the first paragraph.
Write the second paragraph.
Write the third paragraph.
Edit the paragraphs and write up neatly. Homework due tomorrow.
Complete Lesson 5 according to the Teacher’s Notes.
Two-year plan students will only need one week to complete this assignment.
Look for similes and metaphors in reading this week (ongoing each day).
Look up definition of “infinitive.”
Add one decoration to each paragraph in either recent “Writing from Pictures” story.
Find a comic and white out the words, or draw a set of three pictures. Homework due
tomorrow.
m
pl
2-3
The Lesson and Homework
Complete Lesson 1 according to the Teacher’s Notes: Create a key word outline in class on
“Grosseteste” or alternative paragraph.
e
Lesson
1
4
2-3
4-5
6-7
8-9
1
5
2-3
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
63
Sample SWI Continuation Course Level B Schedule Continued
Day(s)
1
2-3
4-5
6-7
8-9
7
1
2-3
4-5
6-7
8-9
1
m
pl
8
2-3
9
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
1
Sa
10
The Lesson and Homework
Complete Lesson 6 according to the Teacher’s Notes.
One-year students may take two weeks to complete this assignment. If so, plan to do the next
lesson next week, but continue writing on this lesson and delete the Lesson 7 assignment.
Create an outline on the set of pictures found or drawn. Begin writing first paragraph.
Finish the first and write the second paragraph.
Write the third paragraph Begin editing.
Edit the paragraphs using the composition checklist and write up neatly. Homework due
tomorrow.
Complete Lesson 7 according to the Teacher’s Notes.
One-year students will complete this lesson, but continue writing on last week’s assignment.
Create an outline on the single picture. Begin writing first paragraph.
Finish the first and write the second paragraph.
Write the third paragraph Begin editing.
Edit the paragraphs using the composition checklist and write up neatly. Homework due
tomorrow.
Complete Lesson 8 according to the Teacher’s Notes.
One-year plan students will need two weeks to complete this assignment. Delete next week’s
homework. You may decide not to do Clara Barton and do a famous person of choice instead.
Create two to three more outlines using details from the Clara Barton sources provided. Begin
writing the paragraphs.
Finish writing the three paragraphs based on the outline created.
Begin to edit the work using the composition checklist.
Finish editing and write up neatly. Homework due tomorrow
Complete Lesson 9 according to the Teacher’s Notes: Topics should be chosen and sources
should be collected.
One-year students will watch this lesson and then complete their paragraphs from last week.
Create a three-paragraph outline for a report on the famous person chosen.
Write the first and second paragraphs.
Write the third paragraph and begin editing.
Edit carefully using the composition checklist and write up neatly. Homework due tomorrow
Complete Lesson 10 according to the Teacher’s Notes: Topics should be chosen and sources
should be collected.
One-year plan students can combine/watch both lessons 10 and 11 now and do only the Lesson
11 assignment (the intro/conclusion to their Clara Barton or alternative report and skip the
report assigned here in Lesson 10). If you do not have the viewing time, you can skip the Lesson
10 viewing. Two-year plan students may only need one week to add intro/conclusions.
Create a three-paragraph outline for a report on the famous person chosen.
Write the first and second paragraphs.
Write the third paragraph and begin editing.
Edit carefully using the composition checklist and write up neatly. Homework due tomorrow
Complete Lesson 11 according to the Teacher’s Notes.
One-year plan students can combine Lessons 10 and 11 and only do the Lesson 11 assignment
(the intro/conclusion to their Clara Barton or alternative report). Two-year plan students may
only need one week to complete this assignment.
Write the introduction to the Clara Barton report from Lesson 8.
Write the conclusion to the Clara Barton report from Lesson 8.
Edit the entire essay carefully using the composition checklist.
Finish editing and write up neatly. Homework due tomorrow
e
Lesson
6
11
2-3
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
64
Sample SWI Continuation Course Level B Schedule Continued
13
2-3
4-5
6-7
8-9
1
14
2-3
4-5
6-7
8-9
1
15
2-3
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
1
Sa
16
The Lesson and Homework
Complete Lesson 12 according to the Teacher’s Notes.
One-year plan students should begin a new biographical essay and spend two weeks writing
both the body and the intro/conclusion. Work on the body this week and next, and complete the
intro/conclusion during the second half of next week.
Two-year plan students may only need one week to complete this assignment. You can have your
students work hard to polish their papers, or assign a new biographical report if you would like.
Write the introduction to the report from Lesson 9.
Write the conclusion to the report from Lesson 9.
Edit the entire essay carefully using the composition checklist.
Finish editing and write up neatly. Homework due tomorrow
Complete Lesson 13 according to the Teacher’s Notes.
One-year plan students will be finishing their essay as directed in Lesson 12.
Write the introduction to the report from Lesson 10.
Write the conclusion to the report from Lesson 10.
Edit the entire essay carefully using the composition checklist.
Finish editing and write up neatly. Homework due tomorrow
Complete Lesson 14 according to the Teacher’s Notes: Interview conducted in class.
One-year plan students should plan on spending two weeks completing this assignment. Work
on the body of the essay this week. Next week, after watching the lesson, complete the
intro/conclusion and edit completely.
Create an outline for a 5-paragraph essay. Begin writing the body of the essay.
Finish writing the body of the essay, begin the intro/conclusion.
Finish the intro/conclusion.
Edit carefully using the composition checklist. Homework due tomorrow.
Complete Lesson 15 according to the Teacher’s Notes.
One-year plan students will watch the lesson and then finish their essay started last week.
Interview a person and create an outline. Begin writing the body.
Finish writing the body of a five-paragraph essay based on the outline.
Write the introduction and conclusion.
Edit carefully using the composition checklist. Homework due tomorrow.
Complete Lesson 16 according to the Teacher’s Notes.
One-year plan students should plan on spending two weeks completing this assignment.
Complete the interview (or do the imaginary interview described in the Lesson 17 notes) and
begin writing the body of the essay this week. Next week, after watching the lesson, complete the
intro/conclusion and edit completely.
Interview a person and create an outline. Begin writing the body of the essay.
Finish writing the body of a five-paragraph essay based on the outline.
Write the introduction and conclusion.
Edit carefully using the composition checklist. Homework due tomorrow.
Complete Lesson 17 according to the Teacher’s Notes.
One-year plan students will watch the lesson and then finish their essay started last week.
Imagine an interview with a historical person, and create an outline for a five-paragraph essay.
Begin with the body; then add an intro/conclusion.
Write the body of a five-paragraph essay based on the outline.
Write the introduction and conclusion.
Edit carefully using the composition checklist. Homework due tomorrow.
e
Day(s)
1
m
pl
Lesson
12
17
2-3
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
65
Sample SWI Continuation Course Level B Schedule Continued
19
2-3
4-5
6-7
8-9
1
20
2-3
4-5
6-7
8-9
1
21
2-3
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
1
Sa
22
The Lesson and Homework
Complete Lesson 18 according to the Teacher’s Notes.
One-year plan students should plan two weeks to write this letter. Outline and write the body
this week, then write the intro/conclusion and edit it next week.
Create an outline for a 5-paragraph letter. Begin writing the body of the letter.
Finish writing the body of the letter.
Write the introduction and conclusion to the letter.
Edit carefully using the composition checklist. Homework due tomorrow.
Complete Lesson 19 according to the Teacher’s Notes.
After watching the Lesson 19 section, one-year plan students will be finishing their letter from
last week.
Create an outline for a 5-paragraph letter. Begin writing the body of the letter.
Finish writing the body of the letter.
Write the introduction and conclusion to the letter.
Edit carefully using the composition checklist. Homework due tomorrow.
Complete Lesson 20 according to the Teacher’s Notes.
One-year plan students should delete next week’s assignment and continue with this one instead.
You may want to let them do this letter without the checklist since that is the next assignment.
Create an outline for a 5-paragraph letter. Begin writing the body of the letter.
Finish writing the body of the letter.
Write the introduction and conclusion to the letter.
Edit carefully using the composition checklist. Homework due tomorrow.
Complete Lesson 21 according to the Teacher’s Notes.
After watching the lesson, one-year plan students will be finishing their letter from last week.
Create an outline for a 5-paragraph letter. Begin writing the body of the letter.
Finish writing the body of the letter.
Write the introduction and conclusion to the letter.
Edit carefully—no checklist! Mail the letter.
Complete Lesson 22 according to the Teacher’s Notes.
If you are devoting two weeks to each lesson, you may desire to require two-year students to
write full stories (three paragraphs) using the Story Sequence Chart. One-year students may
stick with a single paragraph story, or write using the Story Sequence Chart if they are so
inclined. This will go for all the “Imitation in Style” assignments.
Create an outline for the story. Think about how you want to do the style.
Begin to write the story.
Finish the story.
Edit the story making sure it follows the required style. Homework due tomorrow.
Complete Lesson 23 according to the Teacher’s Notes.
Create an outline for the story. Think about how you want to do the style.
Begin to write the story.
Finish the story.
Edit the story making sure it follows the required style. Homework due tomorrow.
Complete Lesson 24 according to the Teacher’s Notes.
Create an outline for the story. Think about how you want to do the style.
Begin to write the story.
Finish the story.
Edit the story making sure it follows the required style. Homework due tomorrow.
e
Day(s)
1
m
pl
Lesson
18
23
24
2-3
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
1
2-3
4-5
6-7
8-9
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
66
Sample SWI Continuation Course Level B Schedule Continued
27
28
Sa
29
The Lesson and Homework
Complete Lesson 25 according to the Teacher’s Notes.
Two-year plan students will only need one week for this homework assignment.
2-3
Read the story “The Little Mermaid.”
4-5
Read the author background.
6-7
Find a movie critique or book review and read it.
8-9
Assemble all materials to bring to class.
1
Complete Lesson 26 according to the Teacher’s Notes.
One-year plan students should plan to spend two weeks on this assignment. This week they can
complete the body and do the intro/conclusion next week after viewing the lesson part.
2-3
Begin the critique of “The Little Mermaid” by creating an outline and writing the middle (story
sequence) part.
4-5
Finish the story sequence.
6-7
Write the intro/conclusion. Begin to edit using the composition checklist.
8-9
Finish editing and write it up neatly. Homework due tomorrow.
1
Complete Lesson 27 according to the Teacher’s Notes.
After watching the lesson portion, one-year plan students should finish their critique started last
week.
2-3
Begin the critique of “King Grisly-Beard” (or another story) by creating an outline and writing
the middle (story sequence) part.
4-5
Finish writing the story sequence.
6-7
Write the intro/conclusion. Begin to edit using the composition checklist.
8-9
Finish editing and write it up neatly. Homework due tomorrow.
1
Complete Lesson 28 according to the Teacher’s Notes.
One-year plan students should delete next week’s assignment and continue with this one instead.
They may write on either poem, or may wish to critique a movie instead of the poem.
2-3
Begin the critique of “The Wreck of the Hesperus” by creating an outline and writing the middle
(story sequence) part.
4-5
Finish writing the story sequence.
6-7
Write the intro/conclusion. Begin to edit using the composition checklist.
8-9
Finish editing and write it up neatly. Homework due tomorrow.
1
Complete Lesson 29 according to the Teacher’s Notes.
After watching the Lesson 29 portion, one-year plan students will finish their critique begun last
week.
2-3
Begin the critique of the book or movie of their choice by creating an outline and writing the
middle (story sequence) part.
4-5
Finish writing the story sequence.
6-7
Write the intro/conclusion. Begin to edit using the composition checklist.
8-9
Finish editing and write it up neatly. Homework due tomorrow.
1
Take the final exam. No homework!
These lessons are optional and can be used by teachers doing the two-year plan to ensure enough writing
assignments to fill the remainder of the year. By now students should be able to pace themselves for their
writing. Figure one to two weeks to complete each assignment depending upon the student’s ability.
e
26
Day(s)
1
m
pl
Lesson
25
30
31, 32
© Institute for Excellence in Writing, L.C.C.
These are Sample Pages for preview only. Copyrighted Material.
67